






Investigating
Mathematical Assessment Strategies





"Investigating Assessment Strategies in Mathematics Classrooms"





Team: 
Anthony
Herrington, Len Sparrow, Jan Herrington and Ron Oliver 

Focus: 
Problem
Based Learning 

Discipline: 
Education
& Educational Technology 

Target: 
Undergraduate
and Postgraduate 

ICT used: 
Interactive multimedia
on CDROM 

Scope: 
Over
several learning sessions 



The learning experience provided to students in this environment
is one where students are given the opportunity to reflect
on the appropriate use of assessment strategies in mathematics
in much the same way that practising teachers might. Rather
than learning a raft of different strategies one by one, and
possibly not really knowing when to apply them, students are
not given any direct instruction on the various strategies.
Instead they are given a realistic problem (there are 5) presented
in the form of two documents (such as memos and letters),
not unlike being given such a task in real life. The students
then, in groups, use a range of resources and personal perspectives
provided on the CDROM to investigate the task. They then
present their findings also in a realistic, if simulated,
context, as if they were presenting at a staff meeting or
information night for parents. In this way, students can understand
that a good knowledge of assessment strategies can be useful
within a variety of contexts, and they have a broad range
of strategies, beyond the standard pencil and paper test,
that they can draw on as teachers of mathematics.











This exemplar has been selected for inclusion for the following
reasons:
 The learning design is based on sound pedagogical principles.
Situated learning is the underpinning theory of this learning
setting.The interactive multimedia program was designed
by operationalising the critical characteristics of a situated
learning environment derived from an extensive literature
review.
 It has undergone an extensive evaluation that attests
its effectiveness to assist students achieve the intended
learning outcomes. .
 The learning design is suited to a range of discipline
areas.
 The learning design uses ICT in an innovative way that
enable learning outcomes difficult to achieve by other means.
 The development of the learning design was funded by the
former Australian Government Committee for the Advancement
of University Teaching, CAUT.


Herrington,
A., Sparrow, L., Herrington, J. & Oliver, R . (2002). Description
of Investigating Assessment Strategies in Mathematics Classrooms.
Retrieved
, from Learning Designs Web site:











